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Theses and Dissertations
5-6-1997
A criterion related validity study of Chapman's Elements in Art A criterion related validity study of Chapman's Elements in Art
Test Test
Susan E. Chapman Rowan University
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A Criterion Related Validity Study of
Chapman's Elements in Art Test
bySusaB E. Chapman
A Thesis
Submitted in partial fulfillment of the requirements of theMaster of Arts Degree in Subject Matter Teaching: Art in the Gradnation Division
of Rowan University1997
Approve roessr
Date Approved/ ;/
ABSTRACT
Susan E. ChapmanChapman's Element in Art Test
1997Thesis Advisor: Lili M. Levmnowitz, Ph.U.
Master of Arts in Subject Matter Teaching: ArtGraduate Division of Rowan University
The purpose of this study was to create and investigate the psychometric
properties of a tool which evaluated fourth and fifth grade student's performance in the
visual aiST
The subjects for the study included 104 fourth and fifth graders from a public
elementary and middle school in southern New Jersey, comprising students from a
diverse socioeconomic background and ethnicity.
The scores for the Chapman's Element in Art Test and the Clark's Drawing
Ability Test were compared. Pearson product moment correlafion were computed among
the data for both tests. On the basis of the correlation acquired from the study, it may be
concluded that the validity coefficient was between .666 and .044 was near zero. More
research is needed in the teacher made test to show validity in their student's visual art
performance.
MINI ABSTRACT
Susan E. ChapmanChapman's Element in Art Test
1997Thesis Advisor: Lili M. Levinowitz, Ph.D.
Master of Arts in Subject Matter Teaching: ArtGraduate Division of Rowan University
The purpose of this study was to create and investigate the psychometic
properties of a tool which evaluated fourth and fifth grade student's performance in the
visual arts.
Little validity was ascertained for this teacher made test.
TABLE OF CONTENT
Chapter . INTRODUCTION .................................
Purpose of the study ...............................Problem of the study ......... ............
Chapter 2. RELATED RESEARCH
IntroductionGilbert A. ClarkGoodenough - HarrisPaul E. Torance
Chapter 3. DESIGN OF THE STUDY
Design and analysis of the study ...........................
Chapter 4. RESULTS AND INTERPRETATIONS
Results .......................................................................Interpretations ... ......... ................................ .........
Chapter 5. SUMMARY AND CONCLUSION
Purpose and Problem of the study ................ ............Design and Analysis ..............................................R esults of the study .....................................................Conclusion and recommendations ..............................
Appendix A: Chapm 'an's Elements in Art 'est ..........
Appendix B: Clark's Drawing Ability Test .................
BIBLIOGRAPHY
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ACKNOWLEDGMENTS
The writer wishes to thank Dr. Lili M. Levinowitz for the patience, gidance,
expertise and enthusiasm in writing this thesis, as well as allowing a future scholar to
attend the classes. I would also acknowledge the fourth and fifth grade students in the
Mary S. Shoemaker Elementary School and the Woodstown Middle School with whom
this study would not of been possible.
Special thanks to my husband and father for their support, and encouragement.
Most importantly to my mother, for her appreciation of higher edacation, I would not be
where I am today if it was not for her.
CHAPTER ONE
Introduction
An art educator is often looked to, to recognize talent in the students that they
teach. For an art educator to make that evaluation regarding a students talent, several
questions need to be addressed. At what age can an art educator make that judgment
abou his/her students talent?
Some believe that the kernel oftalent is observable early on through a child's fist
drawings. Specifically, Hurwitz remarks, " the artist begins by making marks on paper,
walls with pencil, crayons, pen or paintbrushes and thus the talent begins."
Lowenfeld suggests that art growth through childhood iS confinuOuS That is, all
children pass through stages of art development that are similar; some children pass
through those stages more quickly, others more slowly. Those six stages are as follows:9
' Htwitz, A4. The Gifted and Talented in Art A Guide to Program Planning. 1983.p ]32 Lowenfeld, Victor and Britain, Lambent. Creative and Mental Growth 1975. p 47-48.
I. The scribbling stage ( 2 to 4 years of age)
2. The pre schematic stage ( 4 to 7 years of age)
3. The schematic stage ( 7 to 9 years of age)
4. The gang age ( 9 to 11 years of age)
5. The stage of reasoning (1 I to 13 years of age)
6. The crisis of adolescence.
Educators in the arts tend to use student performances as the sole criterion for
the selection of students into a specialized program, this judgment is made through
observation of a performance 3. In many school districts, studenls are evaluated for
participation in gifted and talented programs by examining the composite scores on
standardized, nationally normed achievement tests sach as the idowa Aehievemenl Tests
Some school systems, however, will nominate students to these programs by examining
these test results in context with academic performance in the classroom. The specialist
teacher is also a part of this loop as they may serve as a primary nominator for a child
they feel warrants selected attention. A tool that would help the artist/teacher to measure
objectively students' art aptitude and achievement would be esse.tial for accurate
nominations ro $uch a program.
Since perceptual abilities correlate highly with ones level of performance, aural
Dropout, Albert. " Guidelines in Gifted Education: The Arts." New Jersey StateDepartment of Education. p 1.
2
and visual perception tests do afford the identification committee an opportunity to
identify students who have unique perceptual abilities.' In addition to aural and visual
perception tests, checklists of specific, related and observable behaviors also are useful..
"Visual Arts: Svecific Screeninu (Specific Screening) is the process which enables the
selection of potentially gifted and talented students, the student who needs the expanded,
intense, and individual challenges and expernenes which the program for the gifted and
talented can offer. The Specific Screening process consists of two parts as follows: 1) a
checklist of student behaviors that have been observed throughout the school year by the
specialty area instructor. All information regarding the student is to judged professionally
in making the final decision On placements into the program. 2) An audition which
should enable the review committee to establish the artistic potential of a student's
function at a high level in one or more of the arts. The cut off score is suggested to be
95% of the highest possible score.6 Students in grades 1-6 are to complete three tasks that
determine interests, knowledge, and level of applicaion im the visual arts. These tests are
to be administered by the art educator. Task one in grades 1-3 is drawing a self portrait
while in grades 4 6 students are to illustrate a three dimensional object such as a chair or
plant. Task two for students in grades 1-6, is to create an image out of pre drawn lines.
Task three involves a three dimensional sculpture with the teachers choice of medium
- Ibid. p 4.Ibid. p 4.ElamA H, Goodwill, M& Doughty, R. (1988) "Guidelines for the Identification of
Artistically Gifted and Talented Students." revised, Columbia. SC State Department ofEducation (ERIC Document Reproduction Service No. Ed 306 761 ) p 106.
0^
clay, paper or wire. Depending upon the grade level, students are to recognize basic
shapes or create a sculpture .7 No objective or subjective validity is reported for this test,
however. Specifically, the content validity may be suspect.
The Torrance Test Of Creative Thinking is another test that could be used to
identify students in the visual arts. Elementary students respond to items on this test by
drawing rather than witing. Some labeling is required by older students who are able to
write. This test measures a student's creative ability as defined by E. Paul Torrance.8
However, if an individual art teacher's definition of creativity differs from Torrance, then
there would be little subjective validity for this test.
Another instrument used to identify gifted students in the visual arts is the Clark's
Drawmig Aptitude Test. This test consists of four different drawing tasks. These four
tasks demonstrate, the students abilities and skills as follows: 1) perspective, 2) texture,
3) shape, 4) space as well as 5) imagination. Students' art work is than graded using
sensory, formal, expressive and technique properties on a scale of 1-5. Five being the
highest and most creative, unique etc. Therfore, the students an work can range from
poor, below average, average, above average to superior. 9 Even though this test has
demonstrated validity for use as a tool to measure students applied drawing abilities,
bid p 110.Torranee Paul E. "A Torrance Tests of Creative Thinking" 1972,
revision, Personnel Press, p 3.Clark, Gilbert A. "Using History to Design Current Research: The Background of
Clarks Drawing Abilities Test." CDAT Clarks Drawing Abilities Test, reprint, October,1995.p 9.
4
there are other skills which are taught in the arts such as learning the elements, materials
peculiar to an art, art history and or the craft/product created by that culture.TM The
students need these basic skills to function independently in the art medium which then
will help the individual student continue on his/her higher learning abilities in the arts. "
It seems reasonable that part of outstanding achievement in art would be the identification
of these elements in the art of others. A student's ability to ideitfy artistic elements in art
may in fact be a more accurate assessment than a spontaneous illustration
The Eisner Art Information Inventory was one such test that dealt with
information about art terms, art media, art process, the artist and their work, and art
history. Unfortunately, this test is no longer available for use, as it is out of print
Therefore, a new test specifically designed to screen students in the visual arts using the
aforementioned criteria would be important for accurate identification of those talented
students. Current curnculur and pedagogy may guide the development of a such a
written assessment in the visual arts.
One such pedagogy that could be particularly useful, is a booklet that the
Delaware Art Museum published to assist the visitors on their tour of the museum. This
booklet focused on the elements in ar which are color line, shape, lexture, light space
11 Wanders, Janet. 'The Art Of Assessment." DJle. sig.fo_ jrtsJ. dLFu_.aton.. Sept/Oct1986. p 17.
" Lehman, Paul R. "A Balanced Testing Program Includes the Arts ." Desi For ArtsIn Education Sept/Oct. 1986. p 33.
5
and composition.- Included in this booklet xs a direction to choose a painting to answer
the questions relating to the elements in art. This process enables the visitor to apply his
acquired knowledge about the elements in art to his viewing process during the museum
visit.
: Education Department "Take Art Apart." Delaware Art Museum, Wilmington, De.1990.
6
Purpose:
The purpose of this thesis is to create and nvestigate the psychometric properties
of a tool which will evaluate fourth and fifth grade student's perfomance in the visual
arts.
Statement of Problem:
The problem is to create the test and investigate the criterion related validity.
7
CHAPTER TWO
Related Studies
In recent history, gifted and talented identification in the visual ats has been a topic
of interest. Most identification in this area has been through student nomination,
portfolio review, and achievement tests as well as drawing tests. Standardized tests.
however. are few. Those that are available have been studied by researchers to determine
whether or not they are useful in screening or identifying students in the visual arts.
Those studies will be discussed in detail.
The Clark Study.1
The Clark's DrEawing Abilities Test (CDAT) seems to be very successful as an
identification tool for visual arts. This test has been field tested in local classrooms from
fifth grade to College graduate classes. This test was designed for an experiment. It has
Clark, Gilbert. "Using History to Design Current Research: Thle Background ofClark's Drawing Abilities Test" reprint, CIAll Clarks Drawing Abilities Test, October1995. p 5-12.
s
been modified to its present form of four drawing tasks, with a coitenon scoring scale
being used
The directions for administration of the test are clear. Students are instructed to
use a #2 pencil, to make the best drawing they can, and to take no more than 15 minutes
to complete the test. The test administrator informs the students that ten minutes have
passed, then they are told that they have five minutes to complete their drawing.
Furthermore, the administrator advises students who are done To use the time to improve
the drawing. No student is to nun back to the previous drawing. This tool consists of four
items or tasks to draw. They are the following. 1) draw a picture of an interesting house
as if you were looking at it from across the street, 2) draw a person who is running very
fast, 3) draw you and your friends playing in a school yard, 4) make a fantasy drawing
from your imagination. Drav whatever you like and be as creative as you wish. The first
drawing offers evidence regarding a students ability to draw with perspective, represent a
three dimensional object, show relationships oflparts to a whole, and his use of proportion
and use of elaboration. The second drawing offers evidence of different abilities to
represent proportion, depict a figure in motion either realistically or symbolically, and his
use of elaboration and creation of a meaningful setting. The third drawing requires the
student to depict spatial relationships, receding space, overlapping or different size
relationships, and render figures in action to create a meaningful setting. Finally, the last
drawing is open ended and self generated. The use of space and composition is
important, as they are in analysis of the previous three drawings. In addition to drawing
9
this final picture, the students are asked to title it 2
Each drawing that is completed is assessed and assigned a score through the use
of the criterion scale. Accumulated scores for all four drawings are summed and each test
booklet is assigned a total score. These are based upon the following commonly used and
understood properties of art work: 1) sensory properties such as line, shape, texture,
value, 2) formal properties such as rhythm balance, unity, composition, 3) expressive
properties such as mood, originality and 4) technical properties such as technique,
correctness of solution. A five point scale per item scoring critera is used on each
cdawmg. A five on each item is used to give credit for unique, innovative, and unusual
responses. The five point scale used in the scoring criteria scale yields an (1 -60) point
range of score per item and (44-240) point range of score per test.
In a study to understand the usefulness of(CDAT) , the test results were
correlated with teachers' subjective ratings. The teachers who work for the RI Summer
Arts institute were selected through a process of application submission of portfolio, and
an interview with the director. These instructors were selected due to their studio
experience; the kind of classes gifted students need to be exposed to. Subjects who
worked for the IU Summer Art Institute were not aware of the drawing test and were not
aware that the test had been administered to their students. Their own assessments of the
students' performance were not collected until the last day. The teachers used their own
2 Clark, Gilbert and Enid Zimmerman, " What Do We Know About Artistically TalentedStudents and Their Teachers?" reprint, COAT Clarks Drabing Abilities TestOctober, 1995. p 30 - 40.
10
rubric for determining the success of their srtdents. These scores were correlated with
the scores on the (CDAT). The correlation was found to be .197 which has little practical
significance. One wonders if this test is useful for identifying talented students in the
visual arts..
Draw -a- Man Test;
Draw -a- Man test (1962) was created by Goodenough. Goodenough's rational
behind the use of these measures are the following: "1) drawing, to a child, is a language,
2) children draw what they know, rather than what they see, 3) children express their
ideas of the world about them through art, 4) as age advances, the schematic drawings of
the child gradually pass over into realistic drawings and 5) up to the age of L0, intellectual
development is the chief factor determining the quality of a child's drawing." This test
has standardized procedures. That is. the children are directed to render a male figure.
This figure was chosen because a man's clothing is more uniform than that of a woman
or a child.
3Campus, Randy W. and Karen L. Plies. "Critiques of School PsychologicalMaterials, Draw a Person Techniques Test in Search of a Construct." The Joual o.fSchool Psychology. Tnc., 1991. p 395-401
11
Over the years the Draw -a Man test has been revised. In 1963, Harris revised the
test to extend the Goodenough test to include adolescents, create an alternative form to
include a female figure, and a possible third drawing which would include a self-portrait.
This is titled Goodenough-Harrrs Dratm -a- Person test. This test will also be referred to
as (G - H. Today, one can also find this test under the name of Draw -a- Figure Test.
K.GAikman conducted a test using the Draw -a Person rest. There were 216
subjects in the study. These subjects had been hospitalized in an inpatient psychiatry unit,
the ages of the patients ranged from 6 to 18 ,109 were male and 107 were female, their
EQs ranged from 50 to 137.
Each of the subjects was given the Draw -a- Figure Test, as well as WISC-R or
WAIS-R, (PLT) or the (MAT) and the Bender Visual -Motor Gestalt Test. These tests were
completed in a two week period as part of a comprehensive psychological evaluation.
Both the raw and standard scores were used. Pearson product moment correlations were
computed between the following variables: achievements scores, Bender error, FSIQ and
the drawing scores between the females and the males. The mean scores ranged between
80.36 female and 83.27 male. The correlation between the ACH, IQ and the Bender
Gesralt was -.30 and .49. Both the male and female (G-H) drawing results were poor. As
with both the male and female drawing scores, the best rate achieved was below the 80 IQ
range. One needs to be reminded that the results of the (G H test) indicate that other
12
tests should also be used in the area of psychiatric area of testing. 4 It still is not known
whether there is any validity to identify students in the visual arts.
Torrance Tests Of Creative Thinking'
The Torrance Tests Of Creative Thinking were created by Paul Torance Ph.D.
Test Form A Figurad Test entitled Thinking Creativelv with Pictures will be discussed
because this tool was created to help measure creative thinking and to identify creative
talent. This test is appropriate for the use in grades K - graduate school. There is a
manual ihat is complete with directions, scoring guide as well as information necessary
for administrating the test. The directions for administering the test are clear. The
examiner should make sure that the atmosphere for the test is good. That is, the examiner
" Airman, Kerry G.,Ronald W Belted and A. J. Finch Jr. "HIuman FigureDrawings: Validity In Assessing ltrellectual Level and Academic Achievement.", Journalof Clinical Psychology 48, no. , January, 1992. p 114- 120.
Torrance, Paul E. Ph.D. "Torrance Tests Of Creative Thinking DirectionsManual and Scoring Guide Figural Test Booklet A." Personnel Press 1972,revision, p 3 38.
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is directed not to use the word "test" so the subjects won't be threatened to take it. Each
child will receive a test booklet, everyone should have a pencil or a crayon to use. The
test administrator should have a copy of the manual, the test, as well as a stop watch to
time the test. To completely cover all of the instructions, passing oat materials, and
collection of materials, the administrator should plan for approximately a forty-five
minute time period. Actual working time of the test is thirty minutes. There are three
activities in the Figural TesŽ Form A. They are the following: Activity 1) Picture
Construction, Activity 2) Picture Completion. Activity 3) Lines.
Acrivitv 1 Picture Construction has an egg shape on the paper in which the
subjects are told to construct a picture using this shape as a part of the drawing. They are
also to title the work. Activity 2) Picture Completion has more specific directions which
are the following: "By making lines to incomplete figures on this and the next page, you
can sketch some interesting objects or pictures Again, try to think of some picture or
object that no one else will think of. Try to make it tell as complete and as interesting a
story as you can by asking to and building up your first idea. Make up an interesting title
for each of your drawing and wrte it at the bottom of each block next to the number of
the figure." Activity 3) Lines directions are the following: "In ten minute see how many
objects or pictures you can make from the pairs of straight lines below and on the next
two pages. The pairs of straight lines should be the main pair of hlatever you make.
With pencil or crayon add lines to the pairs of lines to complete your picture. You can
place marks between the lines, on the lines and outside the lines wherever you want to in
14
order to make your picture. Try to think of things that no one else will think of. Make as
many different pictures or objects as you can and put as mauy ideas as you can in each
one. Make them tell as complete and as interesting a story as you can. Add names or
titles in the spaces provided."
Each of the three activities are scored for originality and elaboration and picture
completion. Parallel lines will be also be scored for fluency and flexibility. In the manual
there is a complete guide for determining these scores for the activities.
In 1959, sixty nine members of the senior class of the University of Minnesota
High School were administered the riginal version of the Torrance Testsfor Creaiive
Thinking. This test is different than the test previously stated because it involves
different questions, lnile scoring the test involved the same use of fluency, flexibility,
originality and elaboration based on the published score guide of Torrance, 1966. All of
the subjects had been administered the Iowa's, Lorge-Thorndike lzelligence Test and the
Stanford Binel Intelligence Scales. The average IQ on both tests for the subjects
measured 121, only two had an IQ below 100. The subjects were administered a five
item peer nominations questionnaire near their end of their senior year, with three
nomination for each criteria: 1) "Who in your class comes up with the most ideas? 2)
Who has the most original or unusual ideas? 3) If the situation changed or if a solution
to a problem wouldn't work, who in your class would be the first ones to find a new way
of meeting the problem? 4) Who in your class does the most inventing and developing
of new ideas, gadgets and the like? 5) Who in your class is best at thinking of all of the
15
detail involved in working out a new idea and thinking of all the consequences? ' There
was a follow up questionnaire m the spring of 1966. May of these subjects had
continued onto graduate school or the Armed forces. This questionnaire also included a
checklist of creative achievements, subject's most creative achievement and aspirations.
The results were correlated by the product - moment coefficient between the
predictor established in 1959 and the criterion variables established in 1966, At best, less
than 25% commonality between any variable was found. G Even though the results of the
test proved to be valid it did not help prove the validity of Test Form A. Furthermore it is
still not known whether there is any validity to identifying students in the visual arts when
using this test.
Comparisons of Related Studies with the Present Study
Goodenough -Harris Draw A Person Test, Torrance Te. of Creative Abiliries,
and the Clark's Drawing Abilities Test are all tools that rate subjects drawings from a
wide range of ages. Both the G-Htest and the Torrance Test are used in the normal and
special populations to analyze the subjects mental and creative abilities, while the CDAT
test is specifically designed to rate the subjects talent level in the visual art field. All
three of the tests demonstrate their achievement in rating the subjects illustrations while
not being able to provide validity for a subject's true talent in the visual arts.
- Torrance. Paul E. "Prediction of Adult Creative Achievement Among HighSchool Se ioTs." The Gifted Child Ouarterly, 13, no. 4, Winter 1969. p 223 - 229.
16
More evaluation thanjust illustration is needed to demonstrate whether or not the
subjects are talented in the visual arts. The purpose of the present study is to create and
investigate the psychometric properties of a tool which will evaluate fourth and fifth
grade student's performance in the visual arts . This will be correlared with the CDA)
to determine the validity in the visual arts.
CHAPTER THREE
Design and Analysis of the Study
Sample: 104 subjects ranging from eight to twelve years of age were participants for
this study. The students were from two different schools in southern New Jersey. They
were from the Mary S. Shoemaker Elementary School and the Woodstown Middle
School. The student population in both the schools represented diverse socioeconomic
backgrounds and ethnicity.
Procedures: After viewing the booklet" Take rt Apart" created by the Delaware Art
Museum, some of the questions were altered to meet the needs of the students in grades
four and five. Due to a concern for reliability, some of the questions were deleted that
dealt with the student's feelings: while for other questions, m:ore answer options were
added to help the student be honest with their responses. Upon revision of the booklet,
the test comprised 24 questions These questions were divided into the following
categories: subject, color, line, shape, texture, light, space, composition. and mood. The
test is presented in Appendix A. In January, the students were given the (Chanman's
Element in Art Testr )as well as the (Clark£ DracwingAhiliiesv Tesr )
The (CIgzlts k .rti _Tet was administered according to the directions in the
test manual. For this study, the test was administered during two consecutive art classes
I8
which spanned 45 minutes each. Students wrote their name, age, date and grade level as
well as their teacher's name on the front of their test. Students were told they were not
allowed to return to the previous drawing upon completion of their rest, not were they
allowed to tum to the next drawing unless so advised. No child was allowed to begin the
drawing until the teacher completed reading the directions and topic for each of the test.
The (Clark 'X Drawing Abilities Test was graded by two W. H. S Arts Honor Society
students. These two students were given several examples of below average, average,
above average drawings which helped them in evaluating the student's tests. A below
average evaluation was assigned the number 1, an average evaluation was assigned the
number 2, and an above average evaluation was assigned the number 3. The students raw
score on the CDAT could therefore range between ( 4 - 12).
For the Chapman's Elements in Art Test the print "Parade" created by Jacob
Lawrence was used. His artwork in this print represented all of the elements in art which
completely related to the question constituting the Chapman's Elements in Art Tet All
of the information was read to them by the test administrator. No student continued onto
the next question or drawing unless they had been told to do so. Students taking the
Chapman's Elements in Art Test were given three minutes to view the print before the
test began. The print remained on the chalk board during this portion of the test for
students to refer to All of the students were to write their names, grade, age and date on
their test. Before administering the tests, students were told this test was going to be
graded, but the results of the test were not used toward their at grades. They were told,
however, that this test was to be used for a paper in graduate school. The information
was only to be seen by the writer as well as the judges.
Upon completion of he test, the teacher graded the Clan's Elements in Art
19
Test. The lowest possible raw score could be 17 and the highest possible raw score could
be 101. These data were organized into a One dimensional design for relationships. A
Pearson product moment correlation was computed between the students' raw scores on
the Chapnmars Elements in Art Test and the (Clark's Drcawfn Abities Testi to
determine the criterion related validity.
20
CHAPTER FOUR
Results and Interpretations
Reliabilities: The interlude reliability between the two judges who used the CDAT was
.666.
Criterion Related Validity: The pearson product moment correlation between the
Chapman's Element in Art Test and the Clark's Drawing Ability Test is presented in
Table I
Table 1Cntenon related validity coefficient
CDATChapman's Test: -.044
Interpretations
The interlude reliability represents only moderate agreement between the two
judges. This may have affected the validity coefficient. Because the correlation
coefficient is near zero, it seems that the test developed by Chapman has little enteron
related validity to Clark's Drawing Ability Test.
2I
CHAPTER FIVE
Summary and Conclusion
Purpose and Problem of the Study
The purpose of this study was to create and investigate the psychometric
properties of a tool which was used to evaluate fourth and fifth grade student's
performance in the visual arts.
Procedures
Design and Analysis
104 subjects in grades four and five form the Woodstown Pilesgrove School
District participated in both the Chapman's Element in Art Test and the CDAT.
The Chapman's F.lerment in Art Test is comprised of 24 questions relating to the
elements in art as well as relating the questions to the print titled "Parade" created by
Jacob Lawrence The Clark's Drawine Test was administered over two consecutive art
classes which spanned 45 minutes each. The students rendered in four different
drawings.
Data were collected from all of the fourth and fifth grade students. Chatman's
Element in Art Test was evaluated by the art educator while the CDAT was evaluated by
22
two Woodsto n High School Art Honor Society students. They were given several
examples of average, above average, and above average drawing examples before they
graded the CDAT portion of the test. The two tests were used as a tool to evaluate the
fourth and fifth grade student's perfornance in the visual arts. The results were correlated
to determine the validity of the tests.
Results of the Study
The criterion related validity coefficient was near zero.
Conclusion and Recommendations
Based on the data acquired in the study, no criterion validity was found. It is
recommended that another criterion be used to assess the validity of a teacher made test.
That criterion could be a global rating done by a teacher who knows well the art output of
their students Further research is needed to help aid art teachers and well as
administrators as they examine student's artistic talent. Cerrainly, more work must be
done as creating a tool to evaluate students' performance in the visual arts.
23
APPENDIX A
24
NameDateG rade
Subject:Is the painting you see a
1) _ Portrait? (likeness of an individual or group of people)Landscape? (depiction of the out-of-doors)
_ Still life? (arrangement of things, such as fruit or flowers)Genre Scene? (depiction of everyday life)History painting? (scene of a mythological or historical event)Non-objective work? (no recognizable subject matter; only abstract
shapes, line, color)
Color: Color is one of the first things you notice about a work of art.Artsts choose colors to communicate feelings like happiness, gloom, shock,peace, excitement, anger, etc.
2) What color r colors are used most by the artist in this painting?
3). Name at least four other colors you see in the work.
4). Are most of the colors.___ Warm (red, yellow, orange) or
Cool (blue, green, purple)
(1)
Elements test continued
5) Are the colors in the painting..........like they are in real life? (trees green, etc.)
____ like they might be in a dream? (trees blue, etc.)__ the ones you would have used?
Line: An artist uses lines to lead our eyes from one part of the painting to another.Like color, lines can express ideas.and suggest feelings.
6) Many of the lines run. .
_ from side to sideup and downdiagonally
_ in curves
7) Are the lines in the painting..._ thick?
thin?some of both?
Shape: Shapes are the areas that are inside connected lines. When we look at apainting, we can understand the people and things we see as shapes. Some shapesare geometric (circles, squares) and some are free form.
8) What kinds of shapes are formed by the people or things in the painting?Circles? Ovals? ___Squares? Rectangles?
_ Triangles __ Free form?
Draw some of the shapes you see here:
(2)
Elements in art test continued
9) Do you see any shapes repeated more than once?I don't know
10) Do any of the shapes go beyond the edge of the picture?I don't know
Yes __ No
Yes No
11) Do any of the shapes overlap? __ Yes __ No _ I don't know
Texture: Texture is the way something feels when you toucl it. Texture in apainting is what your eyes tell you about how the things in the painting would feel ifyou could touch them.
12) Can you see the waymaking a rough surface?with no brushstrokes thateven I don't know
the paint was brushed onto the canvas? With thick strokes,Or is the surface of the painting perfecdy smooth and even;your can see? rough surface __ smooth and
13) Does the artist make it look like different things in the painting have differenttextures? _Yes No I don't know
Light There are many reasons why artists show light in awith light and shadow artists can better show you the shapeattention to something important, or create a special mood.
painting For example,of things, draw your
14) Can you see the source of the light in the painting?I s it natural light? (sun or moon) orArtificial light? (candles: lamps, light buibs)None of the aboveI don't know
(3)
Elements in art test continued
15) Is the ight .......bright? __ dim? _ bright in some places and dim in others?none of the above? I don't know?
16) Are there shadows in the painting? _ Yes No __ I don't know?
17) How are the shadows created?
Space: Even though a painting is a flat object, sometimes the artist makes thepainting look like there is space "inside" it for people or things.
18) Does the artist make you feel like you could "walk" or "reach" into the picture?Y__es No i don't know none of the above
19) If yes, would their be room for you to move around inside the picture?_ Yes __ No I don't know __ none of the above
Composition: The way in which the artist chooses to combine the elements of artdetermines the composition of the paintng. The composition is the sum of all of theelements working toward a single purpose which can be cafled the focus, meaning,feeling or importance of the painting.
20) What part of the picture does your eye go to first when you look at it?-_ Left side to nght side Right side to left side __Top to bottom__ Bottom to top _ Center
21) Does the painting look like ...__ the artist painted exactly what____ Certain parts were changed__ none of the above
I don't know
he or she saw
(4)
···_ __· ·___
Elements in art test continued
22). Which element of art do you think was the most important to the artist?___ color __ ine
I don't know noneshape __ textureof the above
light __ space
Elements in art continued
231. What do you think is the DurDOse of the Dainting?
Mood: The composition of the painting creates the feeling that you have when youlook at it
24). What would you title (name) the painting?
____ March Parade __ Watching the people go byWalkina on by Band
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APPENDIX B
31
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Administration of Cark's Drawing Abilities Test is easy and can be accomplished in
little more than an hour. Each item requires1 5 minutes; test instructions may consume anadditional 15 minutes. The easiest way for students to take the test Is to be seated at desks or
tables where they will have a flat surface TO work.
Required materialsBasically, the only required materials are one rest booklet and one sharpened, #2 pencil
with an eraser for each student. It is advisable to have an extra supply sf sharpened pencilsequal in number to about 10% of the group. If possible, you should have class monitors
assigned to pass out and collect the test materials.
it is advisable to have the name of the school, local communi:y, two letter state
abbreviation (ie. IN for Indiana, etc.), and your name printed on a chalkboard or other visibledisplay space in the room for those students who may need this information.
Test Administration
After srudens are seated, pass out test booklets and pencils (Use monitors for this ifpossible). Say, "Today you will be taking a drawing test. it only has four items.You will have 1 5 minutes to complete each item Do the best work you can and
keep working on each drawing until I tell you to stop."
"On the front of your resr booklet, there is a place for your name. Pleaseprint your first and last name in this place. On the second line, please print
your birth date," Ask students to use two-digit day, month, year symbols. Be sure to check
these before sending the tests to be graded. Many students are nor sure of their birthday. "On
line three, print today's date. Once again, ask students to use two-digit day, month, year
symbols. Be sure this is on the chalkboard in this form.
On the fourth line, print the name of this community and the abbreviationr
for this state Please print (say the name of the school) and the stateabbreviation, "Please use only our two-letter State abbreviation (say the two
letters)."
"On line five, print my name." Say the name you want recorded here and point it
out on the chalkboard; this may be the name of an art teacher, regular classroom teacher, or a
subject matter specialist. The test booklets will be returned addressed to this name.
On the nerx line, line six, print the name of this school." On line seven, print
your present grade level and Room number."
During administration of the test, tell students, 'This is a timed test. Do not openthe booklet until told to do so and do not turn any pages of the booklet until toldto do so." After being sure that all Students have booklets and pencils, say "Open yourbooklet to item #1. You will see a large empty space on that page. Ir thatspace, draw a picture of an interesting house as if you were looking at it fromacross the street. Make the best drawing you can. Use only the pencils we
distributed. If your pencil breaks, hold it up in the air. Someone will comearound and give you another. Are there any questions?"
Answer questions briefly, by repeating the instructions if necessary. It there are noquestions, proceed. Say, "You have 1 5 minutes to complete this drawing. You may
begin." Record the time on a note pad in front of you. At the end of ten minutes, say "Tenminutes are up. If you have not finished, you have.5 minutes more. If you have
finished, use this time to improve your drawing. Draw a background around thehouse you have drawn."
At the end of 15 minutes, say "STOP! Turn the page to item 2. You will see alarge empty space on that page. In that space, draw 21 person who is runningvery fast. Make the best drawing you can. Use only tha pencils we distributed.
If your pencil breaks, hold it up in the air. Someone will come around and give
you another. Are there any questiions?"
Answer questions briefly, by repeating the instructions if necessary. If there are noquestions, proceed. Say, "You have 1 5 minutes to complete this drawing. You maybegin." Record the time on a note pad in front of you. At the end of ten minutes, say "Tenminutes are up. If you are not finished, you have 5 minutes more. If you havefinished, use this time to improve your drawing. Draw a background around the
person you drew. DO NOT turn back to your previous drawing."
At the end of 1 5 minutes, say "STOP! Turn the page to item 3. You will see alarge empty space on that page. In that space, make a drawing of you and someof your friends playing in a playground. Make the best drawing you can, Arethere any questions?"
Answer questions briefly, by repeating the instructions if necessary. If there are noquestions, proceed. Say, "You have. 15 minutes to complete this drawing. You may
begin." Record the time on a note pad in front of you. At the end of ten minutes, say "Tenminutes are up. If you are not finished, you have 5 minutes more. If you have
finished, use this time to improve your drawing". DO NOT turn back to any
previous drawings,"
At the end of 15 minutes, say "STOP! Turn the page to item four. You will see
a large empty space there. In that space, make a fantasy drawing from your
imagination Be as creative as you wish and draw whatever you like. Make your
drawing as interesting as you can. Are there any questions?"
Answer questions as before or, if there are no questions, say, "You have 15 minutes
to complete this drawing. You may begin." Record the time on a note pad in front of
you. At the end of ten minutes, say "Ten minutes are up. If you are not finished, you
have 5 minutes more. If you have finished, use this time to improve your
drawing. DO NOT turn hack to any other drawing.
At the end of 15 minutes say "STOP! Close you test booklet and put down your
pencil." Look around the room to be sure everyone has carried out these instructions. Say,
"Pass your closed test booklets to the end of each aisle on the (right or left)
side." Have monitors ready to collect the booklets. Say, "Pass your pencils to the
(right or left) side." Have monitors ready to collect the pencils.
Thank students for their participatlon and excuse them to return to their normal school
routine.
Preparing test booklets to be graded
Please scan the first page of every test booklet. Correct misspellings or incorrect
information. It is important that correct birthdates are shown on the front page of the test
booklets; grading is based upon norms established for specific age groups. Be sure that a
CORRECT birthdate and test date is recorded on each booklet before returning the booklets for
grading.
In the four open lines beneath line seven, on the front page of the booklets, teachers are
asked to record optional information if it is available. Basically, the most important
information requested is the name of any standardized tests used in your school district at your
students' grade level. If possible, a score for each student on each standardized test is to be
reported. This information will be used, if it is available, as a reliability check.
Finally, before the booklets are returned for scoring, a six digit identification number
must be recorded on the first page of each test booklet, by the teacher. These numbers will look
like this: 95-24-13-08. The first two digits will designate the year the test was
administered; "95" = 1995. The second two digits will consist of a two-number identification
code assigned to each student. Use an alphabetical roster and assign numbers in numerical
order from 01 - 99; "24" - a specific student in a class). The next two digits will report
eS't [Eg2 Sisewu S&?B W&BS
student age in years; "1 3" - thirteen years old. The final two digits will report what grade
level the student is in at the time the test is administered; "08" - grade eight.
This identification number will be recorded on each booklet page and the persons who
grade the tests will NOT see the front page with each student's personal information.
Thank you for your cooperation in this preparation of booklets to be graded.
When all test booklet preparation has been completed and checked for accuracy, they
should be returned to:
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CLARK'S DRAWING ABILITIES TEST
YOURTMAE -
OUR MTHIDAY __ ____
DATE 9 c_ »„ -. ED#~-a = - - - - -
CQ&247OyR StP2_^_« _ STATE 1
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CLARK'S DRAWIN ABILITIES TEST1. In the rect'qlI be to, dra m picture of an intereting house if t u wern 1otinq t itfrom acrma the :tret. Use 4 '2 pencil arn allow youreufl no mere than 15 minutes,
CLARKS DRAWING A;5LITIES TEST
Z. In the rectangle be!o, draw s perzon ho is run ni verg frt.- Ma She tat drawng youcan UWe a 2 peCncil end ealofv y urself M more then 1 S mi ntte.
CLARK'S DRAW2N6 ABILITIES TEST
, 1 n the rectaen:e e1w, make a drawing of you Sted sme of your friend pleiir i n a icthoiyard. Un a s2 pencil end allow yurelf' no more then 1 5 mi nute.
CLARK'S DRAWING ABILITIES TEST
4. In the rectangle below, make a fantasy dr ring from your imai natifrn. Be a creotive uYouwish and draw whatever you i ke. Make your draai nrg i nterWeti r a3 you cn. Use a e2pernl and allow yourielf no more than 1 5 minutes.
TIrL,:
Bibliography
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